Reshaping Teaching in Higher Education: Linking Teaching with Research

Reshaping Teaching in Higher Education: Linking Teaching with Research

Reshaping Teaching in Higher Education: Linking Teaching with Research

Reshaping Teaching in Higher Education: Linking Teaching with Research


* Do students gain when they are taught by active researchers?* Should all faculty be involved in research?* What are the benefits students (and their parents) should get from studying at an elite research university b" and paying higher fees for the privilege?In Scholarship Re-Considered, Ernest Boyer challenged US universities to bbreak out of the tired old teaching versus research debate.b This book provides an international perspective on how universities, departments and individual faculty have successfully sought to connect their research to the benefit of student learning and institutional mission. It directly addresses the ways teaching-research links can be developed.Building on research, the literature and wide practical experience, the authors show how academic research activity can be connected to academic teaching activity in such a way as to ensure that neither operates in a vacuum and, most importantly, that each can be enhanced by the other.The book addresses the issues at the individual, course and institutional levels, as well as at the level of public policy. An important work for faculty, faculty developers and adm


Angela Brew

The drive to bring teaching and research closer together is perhaps one of the most significant developments in thinking about teaching and learning in higher education in recent years. Manifestations of new thinking about this relationship can be seen in many countries. These have been given impetus by a confluence of developments in research which has questioned the veracity of the relationship; funding policies of national governments which have threatened to drive a wedge between teaching and research institutions and activities; and concerns throughout the academic community about the nature of mass higher education and the knowledge and skills needing to be developed in students to prepare them for an uncertain and complex world.

This volume, building on the research literature, critically examines policy and looks positively at how, within a sometimes difficult and alien context, individual academics, course teams, departments, institutions as a whole and government and professional bodies can turn their attention to actively fostering the links between teaching and research. This is hitherto uncharted territory, and in this pioneering work the authors have drawn on an impressive range of examples from Australia, Canada, New Zealand, the UK, the United States and Hong Kong to provide guidance.

But why should we try to bring teaching and research more closely together? What are the motivations for doing so? Is this just a bid on the part of research intensive universities to prop up the research enterprise, or a cry of help from less research focused institutions to ensure that a wedge is not drawn between research institutions and teaching institutions? While these may be at the forefront of the minds of some academic managers and policy makers, what motivates this volume is the conviction that what drives the movement to bring teaching and research closer together is improvements in the quality of the student learning experience. Involving students in inquiry-in research-is a way of improving their learning, motivating them more. After all, what motivates large numbers of academics is engaging in the excitement of research. Bringing research and teaching together is a way of enhancing the motivation of both academics and students.

But that is not all. In a world characterized by uncertainty and what Ron Barnett (2000) calls 'supercomplexity' we need, not bodies of pre-defined

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